Scholarship of Teaching and Learning (SoTL) Grants

Program Overview

The CTL is enhancing its support for educators who want to examine and improve their teaching through the Scholarship of Teaching and Learning (SoTL). This year-long program will guide participants step-by-step through the process of designing and conducting a SoTL study. Participants will receive a $1000 research grant to support their project.

The program is ideal for instructors who have a general idea for a SoTL inquiry and are seeking structured guidance, professional development, and a supportive community of peers. No previous SoTL experience is required to apply. Participants will benefit from a blend of SoTL-focused workshop sessions, collaborative activities, a research grant, and dedicated time to design and implement their projects.

What to Expect: Fall Semester

In the fall semester, the program will guide participants through the steps of SoTL research, including refining project ideas and preparing IRB applications, while fostering a community of SoTL scholars. The cohort will meet bi-weekly on Mondays from 10:00 – 11:30 AM, September 1–December 12 (approx. 7 meetings, no meeting during fall break). Optional one-on-one consultations and community work sessions will be available between meetings.

We’ll use ‘Engaging in the Scholarship of Teaching and Learning’ (Bishop-Clark & Dietz-Uhler, 2012) as a shared resource, with guest sessions led by campus partners such as the library and IRB. The semester will end with a 3-hour research retreat focused on project development and community building.

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Deliverables

Participants are asked to:

• attend the bi-weekly cohort meetings regularly
• submit proof of CITI training certificates by October 1
• submit a SoTL research proposal by November 1st
• submit an IRB proposal to the IRB board by December 12

What to Expect: Spring Semester

Overview

In the spring semester, the focus shifts to participants applying their intervention, collecting their research data, (start) analyzing the data, and reflecting on the process. Participants will share their project and preliminary findings with the cohort and at the Great Ideas for Teaching and Learning Summit.

The cohort will continue meeting bi-weekly on Mondays from 10:00 –11:30 AM for workshops or community work sessions. A final research status report will summarize each participant’s progress and plans for further dissemination (e.g., journal article, conference presentation, CTL/department workshop).

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Deliverables

Participants are asked to:

• attend the bi-weekly 1-hour program meetings
• present their research project and preliminary findings at the Great Ideas for Teaching and Learning Summit on March 27th, 2025 (in person or virtual)
• submit a research status report by May 1st in which they summarize their research process, showcase the collected data, discuss the findings, and outline an action plan to disseminate their findings in additional ways (e.g., journal article, conference presentation)

What to Expect: Summer Semester

During the summer months, participants may opt in to work with the CTL SoTL consultant individually or in small groups to finalize their project and prepare the project for the publishing process.

Program Learning Outcomes

After the program, participants will be able to

• Identify different types of SoTL research opportunities
• Design an actionable research question related to their systematic inquiry about student learning and teaching practices
• Examine previous literature related to their research interest
• Design a SoTL project around their research question, including designing a pedagogical intervention and describing an appropriate research methodology
• Prepare an IRB application for their SoTL project
• Strategically collect SoTL data
• Evaluate their research data and findings based on the research question and the purpose of the study
• Present their research project and preliminary findings

What is SoTL?

The Scholarship of Teaching and Learning (SoTL) is a systematic, evidence-based investigation into how students learn, often conducted by faculty in collaboration with students and grounded in existing teaching and learning research.

Peter Felten (2013) outlines five core principles of SoTL: it is focused on student learning, informed by both broader scholarship and local context, uses sound methodologies, involves student partnerships, and culminates in sharing results publicly. Kathleen McKinney (2007) highlights SoTL’s broad benefits, noting that it fosters reflective, scholarly teaching; signals faculty dedication to teaching; can expand traditional research agendas; and—above all—deepens understanding of student learning in various educational settings.

How to Apply

To apply for the 2025–2026 SoTL Grants cohort, submit this application form by August 1, 2025.

Applicants must

• have a SoTL project idea or curiosity that is related to the systematic inquiry about student learning and teaching practices
• be able to collect project research data in the spring (e.g., must teach the appropriate class in the spring)
• be able to attend the bi-weekly cohort meetings (Mondays 10:00 –11:30 AM) in FA and SP
• be an active (on contract) educator at Boise State for the duration of the program

Do you want to learn more?

Reach out to Sarah Lausch at sarahlausch@boisestate.edu with any questions.

References

• Felten, Peter. (2013). Principles of good practice in SoTL. Teachng & Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. Retrieved from https://journalhosting.ucalgary.ca/index.php/TLI/article/view/57376/43149.
• McKinney, Kathleen. (2007). Enhancing learning through the scholarship of teaching and learning: The challenges and joys of juggling. San Francisco, CA: Anker Publishing.